Study of Professional and Self-Development, Teacher Efficacy and Resilience Quotient among Beginning Teachers Who Studied under the Patronage of Her Royal Highness Princess Maha Chakri Sirindhorn
Keywords:Professional and self-development, Teacher efficacy, Resilience quotient
The aims of this research are as follows: (1) to study the professional and self-development, teacher efficacy, and resilience quotient among beginning teachers who studied under the Patronage of Her Royal Highness Princess Maha Chakri Sirindhorn and worked in rural schools or in remote rural areas; and (2) to compare professional and self-development, teacher efficacy, and resilience quotient for beginning teachers who studied under the Patronage of Her Royal Highness Princess Maha Chakri Sirindhorn, with differences in gender, major, number of teaching years, school type, teaching characteristics, subjects taught, and number of teaching hours per week. The sample consisted of 113 beginning teachers who studied under the Patronage of Her Royal Highness Princess Maha Chakri Sirindhorn and worked in rural schools or remote rural areas from four generations and selected by the simple random sampling technique.The research tools were three sets of a six point rating scale (0-5 points) which included the following: (1) 24-items on professional and self-development; (2) 24-items on teacher efficacy; and (3) a 42-item on resilience quotient. The reliability of these tools was high, with an overall alpha coefficient score of 0.986, 0,919 and 0.992. The statistics for data analysis were descriptive statistics, a Mann-Whitney U Test, and a Kruskal Wallis Test. The results of study revealed that:(1) professional and self-development, teacher efficacy, and resilience quotient among beginning teachers who studied under the Patronage of Her Royal Highness Princess Maha Chakri Sirindhorn were at a high level as teacher efficacy at the highest level (M=4.20, SD=.05) followed by resilience quotient (M=3.63, SD=.86) and professional and self-development (M=3.54, SD=.96), respectively; and (2) beginning teachers with teacher efficacy had a different number of teaching years had different levels of professional and self-development, resilience quotient, and different school types.
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